e-Pedagogium 2026, 26(2):9-26 | DOI: 10.5507/epd.2026.017

Student Resilience as a Dynamic Process: Individual, Family, and School Protective Factors

Veronika Pavlíkováa, Štefan Chudýa
a ORCID 0009-0000-2331-852X, Faculty of Education, University of Ostrava, Fráni Šrámka 3, 709 00 Ostrava, Czech Republic

The aim of the study is to analyze selected individual, family, and school resources potentially related to resilience and positive adaptation among students in socially disadvantaged areas. The research sample consisted of 1,273 respondents: 644 students, 543 parents, and 86 teachers from selected elementary schools in the Moravian-Silesian Region. Standardized questionnaire instruments were used to assess resilience, coping strategies, perceived social support, socioeconomic status, parental acceptance, and teachers' beliefs. The data were analyzed using descriptive statistics, reliability analysis, and correlation analysis. The results showed relatively high levels of perceived social support, particularly from parents and teachers; frequent use of active and support-oriented coping responses; a relatively high level of parental acceptance; and predominantly positive teacher beliefs regarding students' abilities. A statistically significant but very weak positive association was found between resilience and parental social support. Given the low internal consistency of the CD-RISC scale, the results regarding resilience must be interpreted with considerable caution. The study highlights the potential importance of individual, family, and school resources in a socially disadvantaged educational environment.

Keywords: resilience; social support; school environment; socially disadvantaged regions.

Received: May 31, 2026; Revised: June 18, 2026; Accepted: June 30, 2026; Published: November 10, 2026  Show citation

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Pavlíková, V., & Chudý, Š. (2026). Student Resilience as a Dynamic Process: Individual, Family, and School Protective Factors. e-Pedagogium, 26(2), 9-26. doi: 10.5507/epd.2026.017
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